1 Cincinnati Public Schools: Successes and challenges in implementation of tiers of instruction and intervention Markay L. Winston, Director of Student Services Susan Bunte, IST Lead Principal Kathleen S. Bower, Lead School Psychologist Mireika Kobayashi, CRP Psychologist Sarah Trimble-Oliver, Systems Administrator
74
Embed
Cincinnati Public Schools: Successes and challenges in ... · Strengthening Core Curriculum and Effective Instructional practices (Tier I) • 2007-2008: Curriculum mapping, Model
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
1
Cincinnati Public Schools: Successes and challenges in implementation of tiers of
instruction and interventionMarkay L. Winston, Director of Student Services
Susan Bunte, IST Lead PrincipalKathleen S. Bower, Lead School Psychologist
Mireika Kobayashi, CRP PsychologistSarah Trimble-Oliver, Systems Administrator
2
Presentation Agenda• Basic Facts About Who We Are and What We
Have Achieved
• The Cincinnati Public Schools’ Journey to an Integrated Model
• Efforts to Improve Achievement for ALL Students
• Building the Pyramid with Tools and Products
• Collaborative Systems of Regional Supports
• Implementation Considerations and Lessons Learned
3
Who We Are
4
Basic Facts about Cincinnati Public Schools
• Total enrollment (K-12) 33,781 • Total # of Schools 65
– Total # of Elementary Schools 47– Total # of High Schools 18
• % receiving Free/Reduced Lunch 59.9%Information taken from district publication “About our Schools”
5
Basic Facts about Cincinnati Public Schools (continued)
Subgroup Distribution– African American 69.4%– Caucasian 23.8%– Multiracial 4.3%– Asian 0.8%– Hispanic 1.6%– Native American 0.1%– LEP 2.5% (Over 100
languages spoken)– Students with Disabilities 20.3%– Economically Disadvantaged 59.9%
• 2006-2007: Instructional Support Teams; POI Implementation and Steering District-wide Committee; POI Tools developed; Focus on Strengthening Core Curriculum and Effective Instructional practices (Tier I)
• 2007-2008: Curriculum mapping, Model Lessons, (Tier I) Embedded and aligned interventions (Tiers I & II)
• 2008-2009: Strengthening Tier I
14
15
16
17
Building Level Leadership Teams
Instructional Support TeamsImplementation Team
Steering Committee
Board of Education and Superintendent
18
CPS’s Implementation of the Essential Components of RtI
1. Multi-tier model2. Problem-solving method3. An integrated data
collection/assessment system
National Association of State Directors of Special Education 2005
19
Multi-Tiered Model
20
Problem-solving method
Integrated Assessment Systems
•Dashboard--State, District, and Classroom assessment data
•Culturally Responsive Practices (CRP) Team•CRP Professional Development•Bilingual School Psychologist•Bilingual Social Worker•ESOL Ed. Services Coordinator
• Positive School Culture Committee•Pyramid of Interventions Committees•District Leadership Meetings•Instructional Support Teams•Instructional Leadership Teams•Aspiring Principal Academy
24
• Strengthen core instruction
• Improves prevention efforts
• Decreases the number of students needing targeted and intensive intervention
• Allows for effective and efficient Response to Intervention process
RtI Emphasis on Core Instruction: Growing the Green
25
Academic Systems
Tier III Intensive, Individual Interventions (1-5%)•Individual students
•Assessment-based
•High Intensity
Tier II: Targeted GroupInterventions (5-10%)•Some students (at-risk)
Cincinnati Public Schools Pyramid of Interventions
26
RtI – Core Principles
• Importance of intervening early– K-3 universal interventions – Universal screening– Academics AND Behavior– Progress monitoring
27
Tier 1: Reading Core Curriculum (K-3)—Voyager ULS
• Theme based• Built in high quality research based interventions and after-
school program• Incorporates a great deal of science and social studies themes.• Cooperative learning and systematic explicit teacher
instruction• DIBELS assessment is embedded to drive decision making.• Small group instruction = Differentiated instruction• Home connection and take home materials• Uses a scope and sequence model
– Each lesson builds on the previous day’s lesson– Each grade level’s skills and strategies build on those from the previous year
28
Why Voyager Was Chosen• Research support (especially independent research) was stronger than other
programs AND the research was done on similar population (urban, low income).
• Piloted in 11 Schools as Part of Reading First Initiative– High poverty: 70%-100% (88% of Reading First children on Free and
Reduced Lunch)– Low performance– Neighborhood Schools– Largely African-American– Schools chose to be part of Reading First
• Voyager rated better than the other programs at each grade level and overall across all grade levels.
• Results from piloted schools indicated it was effective
29
Provides District-wide Overview of Performance
31
Provides School-wide Overview of Performance
34
Previously released Ohio Achievement Test items
Core Curriculum:Reading (4th-8th)
Math (K-8th)
35
Ohio Achievement Test Items
36
Learning Experiences
Curriculum Map: Learning Experiences
37
Learning Experiences
38
Model Lessons
39
Learning Experiences
40
Benchmark Assessments
41
Intervention Strategies
42
Academic Systems
Tier III Intensive, Individual Interventions (1-5%)•Individual students
•Assessment-based
•High Intensity
Tier II: Targeted GroupInterventions (5-10%)•Some students (at-risk)